Educator Resources
ACTFL strives to ensure that world language educators at all levels have the tools they need to succeed

ACTFL Performance Descriptors for Language Learners
A roadmap for what learners should be able to do as they learn a language

Interpersonal Mode - "ACTFL Performance Descriptors for Language Learners
A roadmap for what learners should be able to do as they learn a language"

Interpretive Mode - "ACTFL Performance Descriptors for Language Learners. A roadmap for what learners should be able to do as they learn a language".

Presentational Mode - "ACTFL Performance Descriptors for Language Learners
A roadmap for what learners should be able to do as they learn a language"

The ACTFL Proficiency Guidelines 2012 are a description of what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context.

The ACTFL Proficiency Guidelines are descriptions of what individuals can do with language in terms
of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed
context. For each skill, these guidelines identify five major levels of proficiency: Distinguished, Superior,
Advanced, Intermediate, and Novice. The major levels Advanced, Intermediate, and Novice are subdivided
into High, Mid, and Low sublevels. The levels of the ACTFL Guidelines describe the continuum of
proficiency from that of the highly articulate, well-educated language user to a level of little or no
functional ability.

ACTFL’s publications elevate understanding and support for the value of language learning at all levels of instruction.

This is a final lesson in a unit teaching German food and drink vocabulary and restaurant customs and vocabulary. Students will review the target vocabulary and create a story to present to the class and demonstrate their knowledge of the vocabulary and understanding of German restaurant customs.Utah World Languages Core Standards for ProficiencyLearning Indicator NH.IC.5I can interact with others in everyday situations.  c. I can order a meal.Learning Indicator NM.PS.2I can express my likes and dislikes using words, phrases, and memorized expressions.  c. I can state my favorite foods and drinks and those I don't like.Learning Indicator NM.PS.5I can present simple information about something I learned using words, phrases, and memorized expressions.  c. I can talk about animals, colors, foods, historical figures, or sports based on pictures or photos.Thumbnail photo "Woman buys fruits at a German food market in Munich Ludwigsvorstadt-Isarvorstadt" by verchmarco is licensed under CC BY 2.0.

These Guiding Principles for Language Learning identify what is effective in language learning and guide educators and learners. They are presented to lead and shape the discussion on effective instructional practices, useful to learners, educators, parents, administrators, governing bodies and boards, legislators, and the community at large.

Inverted Pyramid Representing ACTFL Rating Scale with Major Ranges and Sublevels including Distinguished

Inverted Pyramid Representing ACTFL Rating Scale with Major Ranges and Sublevels including Distinguished

The 2017 NCSSFL-ACTFL Can-Do Statements, the result of collaboration between the National Council of State Supervisors for Languages (NCSSFL) and the ACTFL guide:
Language learners to identify and set learning goals and chart their progress towards language and intercultural proficiency;
Educators to write communication learning targets for curriculum, unit and lesson plans;
Stakeholders to clarify how well learners at different stages can communicate.

Oral Proficiency Workplace Poster providing guidance for those wanting information about AFCTL and ILR levels adn their language functions with corresponding professions and positions along with examples of who is likely to function at each level.

Language learning is complex. Many factors impact how well language learners will acquire communication skills and how quickly they will reach different ranges of performance. These factors include where one learns language, whether in an instructional setting or immersed in the language or culture; how one learns, whether through explicit instruction about the language or through authentic experiences using the language; when one learns, as the age and cognitive
development of language learners impact the speed of reaching each range of performance; and finally, why one is learning a language, whether motivated by extrinsic factors such as grades and requirements or intrinsic factors such as the language learner’s heritage or intended uses of the language.

The Utah Core Standards are aligned to
scientifically based content standards.
They drive high quality instruction
through statewide comprehensive
expectations for all students. The
standards outline essential knowledge,
concepts, and skills to be mastered at
each grade level or within a critical
content area. The standards provide a
foundation for ensuring learning within
the classroom.

The five “C” goal areas (Communication, Cultures, Connections, Comparisons, and Communities)
stress the application of learning a language beyond the instructional setting. The goal is to
prepare learners to apply the skills and understandings measured by the Standards, to bring a
global competence to their future careers and experiences.